Behavior Support Facilitator

Position: Behavior Support Facilitator

Department:Special Education

Program:The Creeks Schools

Reports to: Building Administrator

Classification/Range: Classified/Range 12

Schedule: 190 days per year 7 hours per day

POSITION PURPOSE:

The Behavior Support Facilitator plays a critical role in supporting students behavioral social-emotional and academic success through the implementation of individualized behavior support plans instructional strategies and positive behavioral interventions. Working directly with students in classroom and school settings the Behavior Support Facilitator partners with teachers and multidisciplinary teams to promote student engagement skill development independence and safe learning environments.

ESSENTIAL JOB FUNCTIONS:

• Prepare instructional and behavioral support materials to facilitate student learning engagement and successful participation within the classroom and throughout the school environment.
• Implement individualized behavior support plans using evidence-based strategies that teach reinforce and promote appropriate social emotional and behavioral skills aligned with student goals.
• Utilize proactive behavior supports de-escalation strategies and crisis prevention techniques to maintain a safe and supportive learning environment for students and staff.
• Provide individualized and small-group behavioral and instructional support to increase student engagement independence and progress toward academic behavioral and social-emotional goals.
• Collaborate effectively with Lead Behavior Support Facilitators Behavior Consultants teachers administrators related service providers and other members of the educational team to ensure consistent implementation of student supports.
• Perform delegated health-related procedures and duties as appropriate under the direction of qualified health professionals in accordance with Unlicensed Assistive Personnel (UAP) guidelines.
• Support students with adaptive self-care and daily living skills as needed to maximize independence participation and inclusion in the school environment.
• Monitor document and communicate student progress with teachers and instructional teams to inform instructional planning and behavioral decision-making.
• Collect record and maintain accurate behavioral and instructional data to monitor student progress and support data-informed interventions and reporting.
• Participate in collaborative problem-solving meetings to review student progress evaluate intervention effectiveness and develop developmentally appropriate behavioral supports.
• Implement and model alternative and augmentative communication strategies including assistive technology to support students communication and access to learning.
• Participate in required professional learning and ongoing training related to behavior support instructional practices disability services safety procedures and other relevant topics.
• Perform clerical and organizational tasks necessary to support classroom operations and student programming.
• Maintain regular reliable and punctual attendance.
• Perform other related duties as assigned.

ESSENTIAL QUALITIES:

Equity: Demonstrate a commitment to equity by fostering inclusive learning environments that honor the strengths identities and needs of every student.

Student-Centered Focus: Prioritize student safety dignity growth and well-being while maintaining high expectations for learning and behavior.

Collaboration: Build positive respectful relationships and work effectively with students families colleagues and multidisciplinary teams.

Communication: Communicate clearly respectfully and professionally using inclusive and collaborative practices.

Trust and Integrity: Build trust through honesty consistency confidentiality professionalism and ethical decision-making.

Adaptability: Respond effectively to changing student needs challenging situations and evolving educational priorities while maintaining flexibility and resilience.

Professionalism: Demonstrate respect compassion sound judgment strong customer service and a commitment to continuous learning and improvement.

Agency-wide Perspective: Support the mission goals and continuous improvement efforts of MESD programs and services through collaboration and shared responsibility.

Attendance: Maintain consistent reliable attendance and punctuality to ensure continuity of services positive student relationships and effective team collaboration.

MINIMUM QUALIFICATIONS SKILLS ABILITIES:

• Daily and consistent attendance and punctuality
• Effective verbal and written communication skills with student staff and parents
• Exercise careful judgment diplomacy and tact in the performance of all duties
• Ability to make sound emergency or crisis decisions and effectively work with students in a high stress environment
• Ability to maintain confidentiality
• Ability to follow directions follow through on classroom plans and maintain effective working relationships with teachers peers related services leadership and other MESD and local school district personnel and other agency partners
• Ability to perform data collection and recording of tasks and/or behavior
• Ability to work independently
• Knowledge and practice of evidence-based behavior strategies and the ability to explain these to others and model implementation

DESIRED QUALIFICATIONS SKILLS ABILITIES:

• Valid drivers license available for possible on the job use.
• Fluent in reading writing and speaking in non-English language(s)

EDUCATION & EXPERIENCE:

• High school diploma or G.E.D.
• Minimum of 2 years experience working with children adolescents or young adults with behavioral and mental health challenges.
• Experience in positive behavior support strategies preferred.
• Completion of post high school courses in Psychology Child Development Special Education Behavioral Health or related field preferred.

WORKING CONDITIONS:

Work is performed in special education or alternative education environments. Work may involve implementing crisis prevention/intervention protocols and may involve a risk of injury exposure to contagious diseases verbally and physically hostile students and other adverse conditions.

PHYSICAL DEMANDS:

The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Requires the ability to restrain students using intervention methods on a regular basis multiple times daily students may weigh from 35 to 100 pounds. Requires the ability to lift carry push and pull up to 50 lbs. Requires continuous reaching bending crouching twisting kneeling and repetitive use of arms hands wrists and legs. Physical endurance is strongly encouraged.

BENEFITS:

• District pays full medical dental and vision premiums for eligible employees and dependents. Two medical insurance plan options
• MESD pays employees 6% Public Employees Retirement System (PERS) contribution
• Paid holidays sick leave and personal time off
• Tuition Reimbursement and Professional Development

This position is subject to board policies administrative rules and procedures department regulations and applicable state and federal statutes. This position does not carry administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position.

NOTE: The description contained herein reflects general details as necessary to describe the principle functions of this job the level of knowledge and skill typically required and the scope of responsibility but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief to equalize peak work periods or otherwise to balance the workload.

EQUAL OPPORTUNITY EMPLOYER

MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race color religion gender sexual orientation gender identity gender expression national origin marital status age veterans status genetic information or disability in any educational programs activities or employment.

Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director for additional information or assistance. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at 1-.